基於工程設計流程的STEM專題本位課程對國小高年級生學習成效之影響

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王嘉賢(Chia-Hsien Wang) 查詢紙本館藏

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網路學習科技研究所

論文名稱

基於工程設計流程的STEM專題本位課程對國小高年級生學習成效之影響
(The Effects of Implementing the STEM Project-Based Learning Curriculum Based on Engineering Design Process on Upper Grade Students of Elementary School)

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摘要(中)

本研究主要在探究基於工程設計流程的STEM（Science, Technology, Engineering,and Mathematics）專題本位課程對國小高年級學生在科學、數學、工程與科技之整合學習的學習態度及成效。本研究首先探討與 STEM 教學相關之理論與文獻，並以工程設計流程作為 STEM 專題本位課程的教學法，採準實驗研究法，選取新北市某國小六年級兩班學生為研究對象，分別實施工程設計流程與一般探究和實作活動的教法，進行五週的教學實驗，其教學內容為巧妙的施力工具單元的教學活動，不過後因 COVID19 疫情之影響，於第三周改為線上授課。研究工具為科學概念的成就測驗、科技與工程認知測驗、對科技探究能力量表、對工程的態度量表及對科學的興趣量表，並以SPSS20.0 進行描述性統計、相關、與共變數分析。本研究發現：
一、基於工程設計流程的教學對學生在科學概念的理解是有幫助的，尤其在記憶與理解部分。
二、基於工程設計流程的教學可提升學生對科技與工程的認知。
三、基於工程設計流程的教學可提升學生在科技探究能力中對於界定問題、
設計規劃、和解釋分析的學習成效。
四、基於工程設計流程的教學未能提升學生對工程態度，但對於工程對社會
的價值判斷是有效果的。
五、基於工程設計流程的教學未能提升學生對科學的學習興趣，但有利於學
生對科學的學習自信與學科的評價。
最後本研究也建議在國小自然的教學可選擇與科技和工程較為相關的單元來設計實作活動，並實施工程設計流程的教學，藉此提升 STEM 教學的學習成效。另一方面COVID-19 影響雖然改為線上課程，卻也發現線上討論平台可做為持續提供學生對話的機會，對於接受工程設計流程教學的學生在知識概念的建構，工程態度的培養是有幫助的，因此本研究在未來能作為線上學習採取工程設計流程教學的參考依據。

摘要(英)

The quasi-experimental study aims to examine the effectiveness and the integrative learning attitude of STEM (Science, Technology, Engineering, and Mathematics)Project-Based Learning curriculum based on engineering design process, on 6th graders’ Science,
Mathmatics, Engineering and Technology domains. Two groups of 6th graders of New Taipei City participated in this study for 5 weeks. The participants were trained to learn the unitMechanics: How to Work Effectively and seperated into control group and experiment group. The teaching method on two groups were Inquiry Teaching Method with practical operating process and STEM Project-Based Learning curriculum based on engineering design process. The instructions were given via in-person classes for the first two weeks, and the third, fourth, and fifth weeks were online classes due to COVID-19.
After the instructions, quantitative data were collected via pre- and posttests of Scientific Concepts proficiency test, Technology and Engeineering Cognition test, the Ability of Technology Inguiry Scale, the Engineering Attitude Scale, and the Interests in Science Scale. Participants’ responses were analyzed and interpreted in the thematic method, throught desciptive statistics, correlation analysis, and analysis of covariance SPSS 20.0.
The results of this study indicates that:
（1） Currirulum based on engineering design process is helpful for students to comprehend
Scientific concepts, especially on Remembering and Understanding.
（2） Currirulum based on engineering design process enhances students’ cognition of
Technology and Engineering.
（3） Currirulum based on engineering design process lifts the learning effects of students’
ability of Technology Inguiry on defining problems, planning, and explainging and analyzing.
（4） Currirulum based on engineering design process doesn’t enhance students’ attitude
toward engineering, but it works on the value judgement of engineering toward the society.iii
（5） Currirulum based on engineering design process doesn’t raise students’ interests in
Sciene, but it benefits the confidence of learning Science and the value toward Science.
At last, this study suggests that teachers may choose Technology and Engineering related
units to implement currirulum based on engineering design process to enhance the effectiveness of STEM Project-Based Learning curriculum. On the other hand, though we had
to switch the in-person classes to online classes, we found online platforms are useful for students to construct the concepts of currirulum based on engineering design process, and cultivate the attitude toward engineering. Based upon the study results, we recommend this study to the reference of online learning based on engineering design process in the future.

關鍵字(中)

★ STEM課程
★ 專題本位學習
★ 工程設計流程

關鍵字(英)

★ STEM curriculum
★ Project-Based Learning
★ Engineering Design Process

論文目次

目錄
中文摘要.....................................................................................................................................i
ABSTRACT ...............................................................................................................................ii
致謝...........................................................................................................................................iv
表目錄......................................................................................................................................vii
圖目錄.......................................................................................................................................ix
第一章緒論..............................................................................................................................1
第一節研究背景..............................................................................................................1
第二節研究動機與目的..................................................................................................3
第三節研究問題..............................................................................................................5
第四節名詞解釋..............................................................................................................7
第五節研究範圍與限制................................................................................................10
第二章文獻探討.................................................................................................................... 11
第一節 STEM 課程 ........................................................................................................ 11
第二節工程設計流程....................................................................................................17
第三節專題本位學習活動............................................................................................22
第四節 STEM 教學成效評估 ........................................................................................28
第三章研究方法....................................................................................................................31
第一節研究對象............................................................................................................31
第二節研究設計............................................................................................................32
第三節研究流程............................................................................................................35
第四節研究工具............................................................................................................41
第五節資料處理與統計................................................................................................44
第四章研究結果與討論........................................................................................................45
第一節不同教學策略學生對「巧妙施力工具」科學概念之學習成效分析............45
第二節不同教學策略對學生「科技和工程的認知」之學習成效分析....................48
第三節不同教學策略對學生「科技探究能力」之學習成效分析............................59
第四節不同教學策略對學生「工程的態度」之學習成效分析................................65
第五節不同教學策略對學生「科學的興趣」之學習成效分析................................70
第五章結論與建議................................................................................................................74
第一節研究結論............................................................................................................74
第二節教學建議............................................................................................................77
參考文獻..................................................................................................................................78
附錄..........................................................................................................................................82
附錄一：基於工程設計流程的 STEM 專題本位課程教案 .........................................82
附錄二：一般自然與生活科技課程（含探究與實作活動）教案..............................86
附錄三：自然考題..........................................................................................................89vi
附錄四：對科技與工程的認知測驗..............................................................................92
附錄五：對工程的態度量表..........................................................................................93
附錄六：對科技探究能力量表......................................................................................94
附錄七：對科學的興趣量表..........................................................................................95

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2

指導教授

吳穎沺

審核日期

2021-7-19

推文